Special Education Needs and Disabilities (SEND) Policy
To ensure appropriate provision and support is given to students with special educational needs and disabilities (SEND).
Our SEN policy and information report aims to:
• Set out how the college will support and make provision for students with special educational needs and disabilities (SEND).
• Explain the roles and responsibilities of everyone involved in providing for students with SEND.
Our objectives reflect the principles of the Special Educational Needs and Disabilities Code of Practice 0-25 (1st September 2014): To provide the structure for a person-centred process that engages students, family, college and other professionals in planning for and implementing high quality, needs led provision that is consistent across the college. This is ensure that all our students are able to access the same opportunities for learning, participation and personal development thereby achieving academic progress, fulfilling their potential and promoting their well-being.
• To enable students to have their needs met.
• To ensure the voice of the student and their family is placed at the heart of planning for provision through a person-centred approach.
• To facilitate full access to a broad, balanced and relevant curriculum.
• To implement a graduated approach to meeting the needs of students using the ‘Assess, Plan, Do, Review’ process.
• To develop a culture of inclusion that prioritises high quality teaching for all students with effective differentiation that addresses need.
• To implement a collaborative approach to meeting need by effective liaison with all involved in the provision and care for SEND students including students, families, college staff and other relevant professionals.
• To ensure that provision and practice is compliant with all relevant statutory provision and local authority guidance.
• To make efficient and effective use of all available resources to ensure the needs of SEND students are fully met.
• To make relevant reasonable adjustments to policy, provision and practice to ensure that SEND students are not placed at a disadvantage in comparison to their peers.
Legislation and guidance
This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:
• Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for students with SEN and disabilities
• The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report
A student has SEND if they have a learning difficulty or disability that calls for special educational provision to be made for them.
They have a learning difficulty or disability if they have:
• A significantly greater difficulty in learning than the majority of others of the same age, or
• A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools
Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.
1. A Whole School Approach
The college implements a whole school approach to the provision and support for all pupils and those with SEND. This is known as the ‘graduated response.’ The college has 3 ‘waves’ of support as identified below.
What every pupil can access at Newman College regardless of additional needs. Wave 1 provision is not ‘additional to’ or ‘different from’ what is available to all learners.
Provision available from in college resources ‘over and above’ Wave 1 provisions. Used to boost progress and close the achievement gap. Targeted at identified needs, short term and time limited.
Structured and personalised provision, available from in college and external resources to meet more complex needs. Provision will be long term and will typically be those delivered by Link to Learning staff and external agencies.
2. Roles and responsibilities
2.1 The SENCO
The SENCO is Mrs Kate Diveney.
The SENCO will:
• Work with the headteacher and SEND governor to determine the strategic development of the SEND policy and provision in the school
• Have day-to-day responsibility for the operation of this SEND policy and the co-ordination of specific provision made to support individual students with SEND, including those who have EHC plans
• Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that students with SEND receive appropriate support and high quality teaching
• Advise on the graduated approach to providing SEND support
• Advise on the deployment of the school’s delegated budget and other resources to meet students’ needs effectively
• Be the point of contact for external agencies, especially the local authority and its support services
• Liaise with potential next providers of education to ensure students and their parents are informed about options and a smooth transition is planned
• Work with the headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
• Ensure the school keeps the records of all students with SEND up to date
2.2 The SEND Governor
The SEND Governor is Mrs Christine Cavill.
The SEN governor will:
• Help to raise awareness of SEND issues at governing board meetings
• Monitor the quality and effectiveness of SEND and disability provision within the school and update the governing board on this
• Work with the headteacher and SENCO to determine the strategic development of the SEND policy and provision in the school
2.3 The headteacher
The headteacher will:
• Work with the SENCO and SEND governor to determine the strategic development of the SEND policy and provision in the school
• Have overall responsibility for the provision and progress of learners with SEND and/or a disability
2.4 Class teachers
Each class teacher is responsible for:
• The progress and development of every student in their class
• Working closely with any learning support assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching
• Working with the SENCO to review each student’s progress and development and decide on any changes to provision
• Ensuring they follow this SEND policy
3. SEN information report
3.1 The kinds of SEND that are provided for
The college currently provides additional and/or different provision for a range of needs, including:
• Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
• Cognition and learning, for example, dyslexia, dyspraxia,
• Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),
• Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
• Moderate/severe/profound and multiple learning difficulties
3.2 Identifying students with SEN and assessing their needs
We will assess each student’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers, subject leaders and senior leaders will make regular assessments of progress for all students and identify those whose progress:
• Is significantly slower than that of their peers starting from the same baseline
• Fails to match or better the student’s previous rate of progress
• Fails to close the attainment gap between the student and their peers
• Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a student is recorded as having SEND.
Appendix A outlines the process followed to determine whether a student has special educational needs.
The college will make use of the whole school provision map, including an evaluation of the impact of the college ‘univeral offer’ as part of the decision making process as to whether a student has SEND.
In some cases it may be necessary to seek advice and/or assessment from an external agency such as Educational Psychology, QEST, Healthy Young Minds, Occupational Therapy etc. External referrals will always require discussion and agreement with the student’s parents or carers.
Where, despite the college having taken relevant and purposeful action to identify, assess and meet the Special Educational Needs and/or Disabilities of the student, the student has not made expected progress, the college will, in discussion with parents, consider requesting statutory assessment of need with a view to determining whether an Education, Health and Care Plan is required.
3.3 Consulting and involving students and parents
In line with the Code of Practice 2014 the college adopts a person-centred approach to the planning of provision for students with SEND. The student’s views and that of parents/carers is vital to the planning of SEND provision and they will be consulted at every stage of planning for SEND support in addition to the monitoring and evaluating the effectiveness of that support.
We endeavour to support parents/carers so that they are able to:
• Feel fully supported and taken seriously should they raise a concern about their child.
• Recognise and fulfil their responsibilities and play an active part and valued role in planning for their child’s education and support for SEND.
• Understand procedures and documentation.
• Make their views and opinions known about how their child should be supported
• Have access to information, advice and support during assessment and any related decision making process about special educational provision.
3.4 Assessing and reviewing students’ progress towards outcomes
We will follow the graduated approach and the four-part cycle of assess, plan, do, review.
Teaching and support staff will work with the SENCO to carry out a clear analysis of the student’s needs. This will draw on:
• The teacher’s assessment and experience of the student
• Their previous progress and attainment and behaviour
• Other teachers’ assessments, where relevant
• The individual’s development in comparison to their peers and national data
• The views and experience of parents
• The student’s own views
• Advice from external support services, if relevant
The assessment will be reviewed regularly.
All teachers and support staff who work with the student will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the student’s progress through the ‘Assess, Plan, Do, Review’ cycle.
When a student is making expected progress and it is no longer the case that they require any provision that is ‘different from or additional to’ that which is normally available as part of the Universal Offer for all students, they will be no longer considered as having a special educational need. At this point, through discussion and agreement with the student and parents, the student will be removed from the SEND register.
Further information is detailed in Appendix A
3.5 Supporting students moving between phases and preparing for adulthood
The college recognizes that a change of school, placement or phase is an anxious time for students and their families. The college will ensure that these periods of change are carefully planned and managed to provide continuity of support, transfer of information and reassurance to students and their family. We will share information with the school, college, or other setting the student is moving to. We will agree with parents and students which information will be shared as part of this.
The college implements an extended transition project for Year 6 where some SEND students spend one morning per week in college in the final weeks of the summer term prior to the beginning Year 7.
The college ensures full liaison with post 16 providers and where appropriate will organize transition visits for students to these providers.
3.6 Our approach to teaching students with SEND
Teachers are responsible and accountable for the progress and development of all the student in their class. The college Universal Offer is our first step in responding to students who have SEND. This will be differentiated for individual students according to the guidance provided by the SENCO and documented in the student profile document that is written for students on the SEND register. Where necessary and in cases of students with more complex needs, an SEND briefing session will be held in order for the SENCO to share information regarding needs of the students and appropriate teaching approaches to address the need.
3.7 Adaptations to the curriculum and learning environment
We make the following adaptations to ensure all students’ needs are met:
• Differentiating our curriculum to ensure all students are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
• Adapting our resources and staffing
• Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
• Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
• Access arrangements for assessments including extra time, reader and scribe.
• Changes to student movement routines at the start, at and between lessons.
3.8 Additional support for learning:
Students with more complex needs and those with an Education Health or Care plans may access some of the provision and interventions below:
• Access to support from a Learning Support Assistant in lessons.
• One to one support from a Learning Support Assistant or High Level Teaching Assistant to address specific areas of need through a planned intervention program delivered outside of lessons.
• Small group provision targeting specific areas of need eg. Literacy, numeracy, speech and language through planned programs delivered outside of lessons.
• Any provision or intervention as stated in a student’s Education Health and Care Plan.
We have a team of Learning Support Assistants who are trained to support a wide range of SEND needs within and beyond the classroom. All LSAs have appropriate qualifications to enable them to support students for all ages and abilities and receive regular ongoing training to enable them to deliver interventions that address a variety of needs.
We work with a wide range of agencies to provide support for students with SEND. A list of agencies that we have worked with the in last academic year can be found in section 3.15.
3.9 Expertise and training of staff
Our SENCO has achieved the National Award for SEN Co-ordination and has over 23 years of teaching and leadership experience in a variety of schools within the local area. In line with recommendations within the SEND Code of Practice the SENCO has a reduced teaching commitment in order to provide sufficient quality time to the leadership and management of SEND provision within the college.
The SENCO is supported in the day to day management and co-ordination of SEND provision by the Learning Support Manager (Mr Pete Collinge). The Learning Support Manager has 11 years experience of supporting SEND students within and beyond the classroom. The Learning Support Manager has also received local recognition for the positive work with parents in the local area achieving the 2017 ‘Passion for Parents Award’ awarded by the Oldham SENDIAS (POINT: Parents of Oldham in Touch). The Learning Support Manager is a member of non teaching support staff.
The college has a team of 13 Learning Support Assistants (LSAs), one High Level Teaching Assistant (HLTA), two SEND Mentors and one Emotional Health and Mental Wellbeing Mentor. All have received relevant training to ensure they have of SEND needs and the skills required to support SEND students.
The college has two specialist assessors who have completed the Certificate of Competence in Educational Testing with Access Arrangements.
In the last academic year, staff have been trained in the following:
– Examination access arrangements
– Supporting young people who have suffered bereavement
– Mental health awareness
– Moving, handling and evacuation procedures
– Verbal dyspraxia
– Effective deployment of LSAs
– Top 5 strategies for supporting SEND students
– Attachment disorder training
– Effective questioning in the classroom
3.10 Securing equipment and facilities
The SEND department in based in a dedicated resource base called named ‘The Link for Learning’ comprising of two classrooms, two office spaces and one open hub space. In addition there is a medical room with disabled toilet access and a fixed hoist within the college building on the ground floor. The college is a fully accessible building with lift access to ensure accessibility to all areas of the building for students with physical disabilities. The college will ensure that equipment and resources that are essential to support needs are provided via SEND funding where practicable. Where necessary the college works on close liaison with relevant external agencies in order to undertake risk assessments for pupils with specific needs.
3.11 Reasonable Adjustments for students with a disability
The college seeks to ensure that disabled students and disabled applicants are not put at a substantial disadvantage by making reasonable adjustments:
1. To our policies, criteria and practices (i.e. the way we do things); and
2. By providing auxiliary aids and services (i.e. additional support or assistance).
There is no standard definition of an auxiliary aid or service. Examples include:
• Pieces of equipment
• Technological and audio visual aids
• Pencil grips, coloured overlays, fidget toys, writing slopes etc
3.12 Evaluating the effectiveness of SEND provision
We evaluate the effectiveness of provision for students with SEND by:
• Reviewing students’ individual progress towards their targets each term
• Reviewing the impact of interventions on a regular basis including through the Assess, Plan, Do review process.
• Student voice
• Monitoring by the SENCO
• Using provision maps to measure progress
• Parental feedback
• Holding annual reviews for students with Education Health Care (EHC) plans
3.13 Enabling students with SEND to engage in activities available to those in the school who do not have SEND
All of our extra-curricular activities and school visits are available to all our students, including our before-and after-school clubs. All students may participate in all extra-curricular trips and visits arranged by the college. Students with complex needs and those with EHC plans will be assigned a Learning Support Assistant to accompany them on the trip. No student is ever excluded from taking part in these activities because of their SEND or disability. Eligibility for end of year rewards trips is based on attendance, attitude to learning and behaviour. Eligibility for SEND student will be adjusted in line with their SEND need and considered on an individual basis.
3.14 Support for improving emotional and social development of SEND students
The college recognises that all students require support for their social and emotional development. This is provided for in the following ways:
• Cross curricular PSHE program
• Themed assemblies
• Support provided through pastoral structures and systems
• Additional small group and one to one support programs delivered in The Fold or The Link
• Access to the college counsellors
• Access to the confidential ‘Here4U’ email
• A Restorative approach to resolving conflict through discussion which is embedded throughout the school.
• Access to planned activities and dedicated social spaces for SEND students at breaks and lunchtimes.
• Ensuring representation of SEND students in all student consultation activity
• SEMH assessments for individual students using the Boxall Profile
3.15 Working with other agencies
The college works with a wide range of agencies to support SEND students. The college has a service level of agreement with the Local Authority Quality and Effectiveness Support Team, a team of SEN Specialist Advisory Teachers and the Educational Psychology Service. In the last 12 months the school has worked with the following external agencies in support of the progress, welfare and provision made for SEND students:
– Educational Psychology Service
– Speech and Language Therapy
– Local Authority SEND team
– Visual Impairment team
– Hearing Impairment team
– Healthy Young Minds
– Early Help
– Social Care
– Community Paediatricians
– Manchester Hospitals School and Home Teaching Service
– Saddleworth Environmental Education
– ACE Construction
– School Health Advisor
– Oldham Sixth Form College
– Oldham College
– Hollinwood Academy
– Hopwood Hall College
– The Manchester College
– Newbridge School
– Specialist Learning Centre
– Kingsland School
– Gender Identity Development Service
– Occupational Therapy
3.16 Complaints about SEN provision
Complaints about SEND provision in the college should be made to the Mrs Kate Diveney (Assistant Headteacher and SENCO) in the first instance who will arrange to meet with parents to discuss and hopefully resolve the complaint. If a complaint is not addressed to a parent’s satisfaction a formal complaint will need to be made via the college complaints policy which is available on the college website.
The parents of students with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that the college has discriminated against their child. They can make a claim about alleged discrimination regarding:
• Provision of education and associated services
• Making reasonable adjustments, including the provision of auxiliary aids and services
3.17 Contact details of support services for parents of students with SEN
Parents are encouraged to seek help and advice from SENDIAS (SEND Information, Advice and Support at https://www.point-send.co.uk/contact-oldham-sendiass . This service is able to provide impartial and independent advice, support and information on special educational needs and disabilities.
3.18 Contact details for raising concerns
If a parent of an SEND student has any concern relating to the provision made for their child in college they should in the first instance contact one of the members of staff below:
• SENCO (Mrs Kate Diveney)
• Learning Support Manager (Mr Pete Collinge)
• HLTA (Ms Sian Foy)
3.19 The local authority local offer
Our contribution to the local offer is:
Newman College is a secondary, voluntary aided school. Students are aged 11-16 of mixed gender. At Newman College we cultivate and celebrate our distinct Catholic nature through the promotion of ‘Dignity and Excellence’ for all members of our College family.
Newman College is committed to placing faith at its centre, radiating the Gospel values of love, service, courage and reconciliation from the physical and spiritual heart of our learning community.
‘I am a link in a chain, a bond of connection between persons’.
At Newman College, we celebrate collectively in our triumphs and we are united in our trials.
Parents are also encouraged to visit the Oldham Council Website for details on their Local Offer. The Local Offer provides valuable information about different agencies, services and resources for children and young people with SEND and their families in addition to the college’s resources and information.
Oldham’s Local Offer can be accessed at: https://www.oldham.gov.uk/info/200368/children_and_young_people_with_special_educational_needs_and_disabilities. This link is also available on the college website.
This policy and information report will be reviewed by Mrs Kate Diveney annually. It may also be updated mid-year in response to changes in statutory legislation or advice.
It will be approved by the governing board.
Links with other policies and documents
This policy links to our policies on:
• Accessibility Plan
• Behaviour for Learning
• Supporting students with medical conditions